An Examination of Personal/Situational Variables, Stress Appraisal, and Burnout in Collegiate Teacher-Coaches

Following Smith's (1986) cognitive-affective model of stress and burnout in athletics, this investigation examined (a) the relationship of personal/situational variables (social support, gender, and years of experience) to stress appraisal and (b) the relationship of stress appraisal (perceived...

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Bibliographic Details
Published in:Research quarterly for exercise and sport 1993-03, Vol.64 (1), p.94-102
Main Authors: Kelley, Betty C., Gill, Diane L.
Format: Article
Language:English
Subjects:
Biological and medical sciences
burnout
Burnout, Professional - psychology
coaching
Educational psychology
Female
Fundamental and applied biological sciences. Psychology
Humans
Male
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Sex Factors
Social Support
Sports - education
stress
Stress, Physiological - psychology
Teacher
teacher-coach
Teaching
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Summary:Following Smith's (1986) cognitive-affective model of stress and burnout in athletics, this investigation examined (a) the relationship of personal/situational variables (social support, gender, and years of experience) to stress appraisal and (b) the relationship of stress appraisal (perceived stress, coaching issues, and role conflict) to burnout. Male (n = 99) and female (n = 115) teacher-head basketball coaches from NCAA Division III and NAIA colleges completed established measures of burnout, perceived stress, teacher-coach role conflict, and social support and a measure of coaching issues developed for this study. Multivariate analyses supported the hypothesized relationships. Specifically, greater satisfaction with social support, less experience, and gender (females higher) were related to stress appraisal, and all stress appraisal variables were positively related to burnout. Contrary to previous studies, these teacher-coaches reported moderate to high levels of burnout.
ISSN:0270-1367
2168-3824
DOI:10.1080/02701367.1993.10608783